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THE CENTRE OF EDUCATION AND PEDAGOGICAL PSYCHOLOGICAL

HELP OF ALYTUS DISTRICT

European Union/ European Regional Development Fund/Neighbours in Action /Alytus

district municipality

Project LT-PL/086 “Safety and e-communication system for improvement of social life in cross-border communities”

Educational program

WE SAY NO TO BULLYING!

Methodological materials

For primary school teachers working with primary school pupils

Prepared by

Psychologist Daiva AntanavičiūtėTranslated by Onutė Stankevičiūtė

2012

PROGRAM ANNOTATION

Most literature indicates that violence and bullying prevalence decline is strongly influenced by the development of effective social skills. Implementing of many bullying prevention programs is directed towards the social skills training (“Zippy's Friends", “The Second Step "," We Cope Together” and others).

This publication presents the program "We Say No to Bullying”, which aims at teaching primary school pupils to identify bullying, respond to it properly, protect themselves and be aware of sources of help. It consists of 10 lessons which deal with these topics of the project LT-PL/086 “Safety and e-communication system for improvement of social life in cross-border communities”:

I. What is bullying? II. Where can we face bullying and who bullies most often?

III. Who becomes the target of bullying and why? IV. How do the bullied feel? V. Participants in a bullying event.

VI. How should one behave when being bullied? VII. How should one behave when his/her friend is being bullied?

VIII. How can adults help stop bullying?IX. What is e-bullying? X. Where can we get help?

In this program some tasks are selected from the publications presented in the literature list (primary sources are given in the program), other tasks were created or modified by the author. Illustrations for the tasks are taken from the following websites: http://mudubudu.lt, http://www.supercoloring.com, http://www.sirowa.com/esprico/?page=521. Crosswords are created using the programhttp://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp .

Each topic offers a few tasks which teachers can choose according to the needs of the class: age, achievements, bullying relevance. Teachers can add their own topics using the material presented in the literature list at the end.

All terms used in the program are explained in the theoretical part of each topic, which is meant for the teacher. All practical tasks are placed in the appendixes according to the topics. The teacher should study carefully both the theoretical part and the practical tasks before the lesson.

The methodological materials are presented in the topic order. The graphical icons used make it easier to find the necessary information:

Objectives, Theoretical material, Practical tasks and Handout material

LESSON I. WHAT IS BULLYING?

1

http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

http://www.sirowa.com/esprico/?page=521

http://www.sirowa.com/esprico/?page=521

http://www.supercoloring.com/

http://mudubudu.lt/

– To familiarize students with the concept and definition of bullying, teach them to recognize bullying, distinguish between the conflict and / or joke situations.

Bullying - is a recurrent intentional behaviour using physical and / or

psychological force against a person who cannot defend himself (power inequality). This is the main difference from a conflict, which is defined as a quarrel, dispute between the two sides of the controversy; both sides can defend themselves, their strength and resources are similar. Joking means speaking not quite seriously about funny things and it should be fun for all participants of the situation.

Bullying can be physical or psychological.

Physical bullying: Psychological bullying: Pushing, tripping up. Throwing things at another person. Damaging, breaking another

person’s things, taking and stealing them.

Arm lock (and other physical actions, such as “pear”, “nettle”, “cheese pressing” etc.).

Spitting, biting, flicking, scratching, tweaking and tickling against another person’s will.

Dragging another person against his will.

Pulling the hair, strangling. Holding another person in the room

against his will; not letting change clothes without being observed.

Dousing with water, tearing clothes. Carrying and using bangers and

other explosive materials. Hitting another person (on the face

or any other part of the body).

Intimidation, threat of physical attack.

Forcing another person to keep silent, not to tell anyone about bullying.

Mocking, seeking to humiliate, calling names; offensive comment.

Swearing. Forcing another person to flee

school. Shouting in the lessons. Libel, slander act. Demonstrative, malignant isolation. Writing offensive notes, messages

(texting) and letters. Disclosing personal information

seeking to humiliate. Forcing another person to perform

actions useful only for the abuser. Forcing another person to tell lies. Forcing another person with whom

to communicate or not communicate.

Public ridicule of another person; hurting another person intentionally.

2

1.1. Match the pictures correctly and explain (orally or in writing) why you think so. Colour in.

Bullying

Conflicts

Joking

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1.2. Cut out the pictures below and make your own stories of bullying, conflict and / or jokes. Paste the stories on a list of paper, colour in and tell (orally or in writing).

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1.3. Read the descriptions and decide what the situation is: bullying, conflict or

joking.

Situation Conflict? Bullying? Joking?

During a break Miglė came to Gintarė. Nearby there was Darius, Mantas and Živilė. Miglė said that Gintarė looked like a scarecrow. All around children started laughing. Tears accumulated in Gintarė’s eyes.

Justinas quarreled with Augustas who was the first in the queue in the canteen. Augustas said to Justinas: "Get out of here, I am the first,” but Justinas claimed the same: “You get out, I ran in here first”.

After school Lina, Rasa and Mantas were putting on their coats in the cloakroom. It was cold. Rasa couldn’t find her scarf anywhere. She thought, "I must have left it at home." The children went out into the yard. On the way home, Mantas saw the scarf sticking out of her sleeve. Mantas, Lina and Rasa, all together started laughing at her carelessness.

Rokas pushed Marius. Gediminas and Marta urged Rokas to push him again. Marius tried to escape silently without saying a word. Laura tried quietly to sneak up to Simona from behind. She wanted to scare her. Suddenly Simona turned to Laura. Both girls cried out in surprise and laughed together.

Saulė and Giedre fell out. They told ugly things to each other. Saulė went to Rasa and Andrius, and Giedrė joined Dovilė and Justina. Neither of them wanted to concede and apologize.

5We say no to bullying!Psychologist Daiva Antanavičiūtė, 2012.

LESSON II. WHERE CAN WE FACE BULLYING AND WHO BULLIES MOST OFTEN?

– To discuss the most common bullying (hazardous) locations and characteristics of bullies.

Research shows that children can experience bullying everywhere - on school

grounds and beyond. Most children experience bullying during breaks in school hallways, in the yard and in the classroom. However, a lot of children experience bullying in cyber space (text messaging, online social networking), in the classroom during lessons (some teachers do not notice or do not respond to inappropriate behaviour between children), school canteen, dressing room, library. Children sneer at each other in the school bus or the bus stop waiting for the bus, on excursions, in restrooms, gyms, on the road going to or from school.

Bullies are usually characterized by: Aggressiveness (against peers and sometimes against other people or animals).

Hostility to the environment in general. Tolerate the use of violence and coercion more than the average pupils. Impulsiveness and a strong need to take the leader status. Do not sympathise with the abused (do not have empathy; do not understand other

people’s feelings in general). They are often physically stronger than average children. The level of peer popularity is average (or slightly below average). Bullies are

often surrounded by a group of two or three friends that support them. The bullies’ popularity is usually significantly reduced with age - they become

much less popular in their class, but not as much as the abused. They have a typical strong desire for power and dominance. The component of

benefit is very important: they are looking only for their own benefit.Every adult must be aware of the fact and be sure to emphasize when talking with

pupils about bullies that: The offender is often a child, who was bullied /could be bullied by other

children or adults. Therefore the offender could be treated as a victim too!

The child in the role of the offender also needs help. It is emphasized that these children often experience anger and fear.

The teacher presenting this topic to pupils should encourage discussion and then summarize it relying on theoretical information. Finally, the practical tasks of the topic should be done.

2.3 The answers of the practical task (crossword): 1. Violence; 2. Joke; 3. Help; 3. Hallway; 4. Anger; 5. Conflict.


2.1. Find the way to school. Trapped in a dead end, you will have to answer the

questions - otherwise you remain deadlocked!

Where can you face bullying mot often?

How to recognise bullying ?

Why do some children bully others? Does conflict and bullying mean the same?

What children or adults bully others? What does it mean „to joke“?


2.2.

Solve the crossword! Colour in the picture.

1. Beating or humiliating another person.

2. To have fun altogether.

3. What does the abused child need?

3. The place where bullying occurs most often.

4. The feeling which the offender experiences when bullying another child.

5. Clash of equivalent powers, a quarrel.


LESSON III. WHO BECOMES THE TARGET OF BULLYING AND WHY?

– To discuss the reasons for becoming the target of bullying, teach children to know themselves better and strengthen their self-confidence.

Any pupil can become a bullied child, regardless of his abilities, appearance,

parental social status, and etc. However, literature indicates the characteristic features the offended often have. D. Olweus distinguishes between two types of abused children: passive and provocative.

Passive abused children are characterised by these features:

Edginess Lack of self-confidence, a "quiet"

child. Precaution, sensitivity. Attacked by other pupils easily

burst into tears and tend to hide. The negative attitude towards

themselves (often consider themselves as losers, ugly, stupid, etc.)

Feel lonely and unwanted at school Usually do not have any friends in

the class. These children usually have a

negative attitude towards violence and use of physical power.

They are often physically weaker than peers.

The behaviour of passive abused children signals to others that they feel unsafe and useless, that they will not attempt to withstand if attacked or insulted.

Provocative abused children are characterised by these features: Anxiety. Aggressive reactions. Difficulty to concentrate. Behaviour causing other people feel frustration and tension. They are often hyperactive children.

Adults who were bullied in childhood are more likely to experience depressive feelings, inferiority; more difficulties in professional, personal and social life.

Summarizing the information presented in the literature, it can be said that children exposed to bullying lack certain personal and social skills. One of the key features of such children is lack of confidence, low self-esteem. This is manifested in many social situations.

In this lesson the teacher has to discuss with the children the reasons for becoming an object of ridicule, drawing their attention to one of the most important qualities i.e. self-confidence.


3.1. Read or listen to the teacher reading the text and answer the questions.

Alina’s Story

Alina is a nine-year-old light-haired brown-eyed girl wearing glasses. She is in the Fourth Form. She will be ten soon.

Alina is doing well at school. After the lessons she goes to music school. She is learning to play the violin. Alina is close with two classmates – Sigita and Luka. But during the breaks she is almost always alone. She better goes to the library or lists her favourite children magazine “Naminukas” in the class.

If there breaks a row in the classroom, Alina usually tries to stay away. If she cannot do this, she usually keeps silent and says nothing.

It is difficult to speak for the girl. Especially when she is excited, frightened or asked unexpectedly. Alina stammers a bit. Stammering gets worse when she is excited or frightened.

Since the First Form children have often been mocking at her defect. Tomas and Vytas are keen in particular. They try to attack Alina with their questions unexpectedly, frighten her and then laugh at her stammering. They don’t forget to add “four eyes’’.

It is difficult for Alina not to pay attention to the boys’ sneering but she doesn’t say anything and tries to find a quiet place during breaks. She often wipes her eyes and swallows her inner anger.

Sometimes, when she is with her friends Sigita ir Luka, Alina feels stronger. These girls chase away the scoffers or call the class teacher to protect Alina. Even Alina herself is able to talk back to the boys when Sigita and Luka are by her side. Sometimes her remarks are really hurtful. But she can’t protect herself when alone.

Now answer the questions: What are the reasons for bullying Alina? Are stammering and wearing glasses the main reasons for bullying? Why is it difficult for Alina to protect herself? How does she feel when asked unexpectedly? What skills does she lack? What are Alina’s strengths? How could Alina use her strengths? What are the reasons for bullying in your class? How is it done?


3.2. A FAIRY-TALE ABOUT A LITTLE SPIDER (By M. Molicka “Therapeutic Fairy-tales’’, p. 211)

A Little Spider was seriously ill. He spent a lot of days in hospital. He often remembered his classmates, he was missing them, he was dreaming about games and talks together.

‘Well, you’re almost quite well,’ the doctor said one day. ‘Now you have to learn to walk with crutches first of all. Your legs are too weak.’

‘Err,’ the Little Spider thought. ‘That’s ÓK; I’ll learn quickly and then come home and back to school and won’t part with my friends any longer.’ He was eager to do exercises, he worked hard, wiped the sweat, he didn’t mind the pain and didn’t give-up.

He was dreaming about the day he would meet his friends. He learned to walk with crutches very well.

At last that day came. His parents took him to the school grounds, and then he walked by himself with a stick. His heart was full of joy.

The Little Spider entered the class and … there was silence at first but then pupils started mocking ‘lame, rainbow, palooka,’ the class burst into laughter and everybody began pointing at him with their fingers. The Spider had a pinching feeling in his heart, he even bit his teeth and his heart burst into tears, but he managed to keep his face calm. He came to his desk and sat down. He had never had such a sad feeling before; he had never felt so helpless and tired. Since that he kept aloof at school, he didn’t play with other pupils. After school he went straight home, he even didn’t go to play in the yard.

Some weeks passed. The teacher misses Web told the pupils about the most beautiful web contest. The winner was going to be the class which wove the most beautiful web.

Throughout the week, little spiders constantly consulted with each other, everyone wanted to win. On the last day all brought their webs and started to compare whose web was better. But nobody could see our Spider’s work. He kept it wrapped in paper, and so he gave it to the teacher. An hour later the teacher came running into the class and joyfully announced:

‘The winner is in our class!’ the teacher unfolded the paper and before their eyes unfurled a web, woven from the sun rays, glittering in all colours of the rainbow.

‘It’s so beautiful, it’s really wonderful,’ started whispering amazed little spiders and then added disappointedly, ‘But teacher, it is not our work! None of us have woven it.’

‘It’s our Little Spiders work,’ the teacher said, came up and embraced him warmly.

‘It’s him, that palooka... it’s impossible...’ all began whispering again. ‘Nobody else could weave so beautifully,’ the teacher said. ‘Thanks to him we

have won the contest. And the prize is a trip to the grotto to see the oldest webs in the world.’

‘Hurray, hurray!’ They shouted loudly and began to hug and thank the Little Spider.

Since then nobody has nicknamed him. On the contrary, everybody wanted to play and make friends with him. Everybody admired his skills.


3.3.

Now answer the questions about the Little Spider (orally or in writing):

Why did classmates bully the Little Spider?

How did the Little Spider feel when his classmates bullied him?

What could the Little Spider do best?

What for did the classmates begin to respect the Little Spider?

What are the reasons you are bullied for?

What are the reasons you bully others?

What are your strengths that make you feel proud of yourself?

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LESSON IV. HOW DO THE BULLIED FEEL? – To discuss the feelings experienced by children when they are being bullied

and teach empathy (the ability to imagine yourself in someone else’s position).

Sometimes we still can hear adults say that bullying hardens up a child, teaches to protect himself and fight for himself. However, it is a very wrong and harmful myth preventing adults from having a closer look at the problem of bullying. Bullying does not harden up a child, it breaks the child.

The teacher working with pupils on the problem of bullying must have a clear understanding of bullying as a harmful to children experience.

What feelings do bullied children experience?

Insecurity, anxiety and fear. The longer these feelings continue, the greater the chances for appearing such problems as depression, anxiety spectrum disorders. Constant fear and tension may lead a child to suicide.

Sadness, oppression, lack of confidence, low self-esteem. Hence, there is a feeling of helplessness and they begin to think that such a situation cannot be changed; they do not even try (especially if the first attempts to control the bullying were unsuccessful). The so-called learned helplessness occurs.

Typical psychosomatic symptoms: headache, abdominal pain, nausea, sleep and / or appetite disturbance.

Decreased attentiveness. It becomes more difficult for the child to learn.

Injustice and the resulting intense anger. If a child cannot vent the anger directly on the abusers, he can begin to commit acts of violence against the weaker than himself. Or even inadequate violent reactions are possible against the bullies (e.g. in the U.S.A. 2/3 shootings in schools were the victim's revenge on their abusers). Aggressive response to bullying shows that children just do not know other ways to stop bullying.


4.1. Look at the pictures given in Task 1.2 and choose the ones showing bullying.

Study the pictures and explain: Why do you think that the character in the picture experiences bullying? What are the signs that help you recognise bullying? What kind of feelings do the exposed to bullying go through? Cut out and paste the pictures on a separate sheet and describe the signs showing

that these characters are going through bullying (write the feeling close to the pasted and coloured image).

4.2. Read ‘Alina’s Story’ in Task 3.1.or/and ‘A Fairy-Tale about a Little Spider’ in

Task 3.2.once again. What feelings did the described characters go through? Write down the feelings (sadness, anxiety, fear, frustration, anger).

4.3. Children are divided into groups of 3-5 members. The teacher gives each group a

card with one or more recorded feelings (sadness, anxiety, fear, frustration, anger). The children do not know what was written on other cards. They have to come up and act out the given emotion. They have to portray the emotion as long as the rest groups name it correctly.

Groups can be formed by asking children to count up to 5 (or up to 2-3-4), then form groups: “the firsts“, “the seconds” and etc.

4.4. Children are read Andrius’s statements and they are asked to state the feelings

that are in his words (children can be given to read themselves or these statements can be written on the blackboard):

Rokas did not help me to defend myself… He is not a friend in need… (Frustration, grievance). If I came to school a bit later when the lessons had begun, I might not meet Justas and Dovydas. They are always trying to knock me down when others see… (Fear, anxiety). If Simas tries to find fault with me again and start pushing, I probably won’t endure and hit him (anger). Lina, Vaida, Lukas, Martynas... no one wants to make friends with me (sadness).


LESSON V. PARTICIPANTS IN A BULLYING EVENT

– To discuss the children's roles in bullying situations.Participants in a bullying event are usually divided into three groups: children

exposed to bullying, the bullying offenders and observers. Literature distinguishes between 8 roles children might play in bullying

situations:1. Target of bullying - the child who is experiencing bullying from other children.2. Offender – a kind of a leader who usually starts and initiates bullying and is looking for support, trying to involve others.3. Active supporter - supports bullying, joins the offender, but is less active than the first offender and is not inclined to start. 4. Proponent - supports bullying, approves and participates, but he is not as active as the first two. 5. Passive advocate - supports bullying, but actively does not participate.6. Neutral observer - only observes what is going on, tries to stay away, and if it is not personal, tries to be not involved.7. Possible defender - a child who is against bullying. He would like to help the victim, but does not do anything, because perhaps of the fear of becoming the target of bullying. 8. Defender - a child who does not like bullying and who tries to help the offended to defend himself or is trying to stop the bullying. Most often, he is also a leader who dares to resist the offenders.

The right answers of the Task 5.3:

Milda – defenderLilija – neutral observerAustėja – target of bullyingRokas – offenderSaulius – neutral observer

Linas – supporter of the offenderGreta – supporter of the offenderSandra – supporter of the offenderMonika – neutral observer


5.1. Look at the picture and tell what is going on (orally or in writing). Number all the

participants and write the roles they play in this situation. Explain your opinion. Why do you think so?

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

6. _____________________________________________________________________

7. _____________________________________________________________________

8. _____________________________________________________________________

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5.2.

The tasks are described in the publication "I Can Communicate without Bullying”, prepared by R.Povilaitis and J. S. Jasiulionė (Vilnius, 2008).

Read the two examples. Then tell the difference of the situations. What is the children’s behaviour and what might the outcomes of their behaviour be later?

1. The children of Form 6c “Saulės“ school were sitting in their class teacher’s classroom before the mathematics lesson. The teacher was absent the entire break. In the middle of the break Justė rushed into the classroom. Mantas, who was used to playing tricks, put out his leg, Justė tripped up and fell. Other children began to laugh. The laughter became even louder when Mantas said out loud: ‘You’re a jaywalker, unstable on your feet!’

2. The children of Form 6c “Saulės“ school were sitting in their class teacher’s classroom before the mathematics lesson. The teacher was absent the entire break. In the middle of the break Justė rushed into the classroom. Mantas, who was used to playing tricks, put out his leg, Justė tripped up and fell. The other children in the classroom looked at Mantas silently. When Justė was getting up without saying a word, Mantas commented, ‘You’re a jaywalker, unstable on your feet!’ Vilma reacted to his words, ‘Mantas, maybe you should stop your games for once?’

5.3. Read the story, think and write down the role each character of this story plays.

An eleven-year-old Austėja is in Form 5a. She has some friends but her best friend is Milda. They sit together in all the lessons. Today something very unpleasant happened to Austėja in the classroom. During the lunch break, just before the lesson Rokas tumbled into the classroom, grabbed Austėja’s bag and started teasing her. “I’ll give it back if you reach your bag. If not, I’ll turn it out and see what you are carrying there! Austėja didn’t want Rokas to see her things in the bag so she tried to take it away by all means. At first she asked Rokas to give the bag back politely and then started chasing him trying to grasp the bag. But Rokas even didn’t think of giving it back. At first he only tried to avoid Austėja, but then began throwing the bag to other children. He threw it to Linas, who caught the bag, teased Austėja and passed it to Greta; she threw the bag back to Rokas, and Rokas to Sandra. The rest three classmates Lilija, Monika and Saulius didn’t throw the bag, but they didn’t help Austėja. The children were throwing the bag until Austėja’s friend Milda came into the classroom, caught the bag and gave it back to Austėja.

Try to write down the role of each child in this situation.


LESSON VI. HOW SHOULD ONE BEHAVE WHEN BEING BULLIED?

– To teach children proper ways to respond to bullying situations.

This program introduces to children the basic ways of behaviour open to every

child, if his classmates start bullying him or if he is being bullied by classmates or other pupils from different classes.

The teacher presenting this topic should study the information provided in 6.2.handouts. It is necessary to discuss it with the pupils.


6.1. Read Alina‘s story once again in Task 3.1.or listen to that story and write down

some advice for Alina to help her stop the bullying. How should Alina learn to behave to stop the bullying? The first piece of advice is

already written:

1. Alina, don’t keep silent, tell the class teacher what’s going on !____________

2. ______________________________________________________________

3. ______________________________________________________________

What other advice could you give to children who are being bullied by the peers or other pupils?

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

6. ______________________________________________________________

7. ______________________________________________________________

8. ______________________________________________________________


6.2.

Advice for children who are being bullied:

Do not keep silent. Tell about bullying against you! Telling about bullying is asking for help but not making a complaint!!! Therefore, do not pay attention to bullies calling you “a coward, sneak” or any other similar names.

Avoid the places which offenders like to visit most often. Or go to such places with friendly and supporting you children-it would be much safer together!

Do not struggle with the offenders if you feel that there is imbalance of power. It is the safest for you to leave the situation as soon as possible and necessarily tell about the offenders to reliable people. Do not try to be “tough” and defend himself in a fight - you may stay guilty yourself.

Make friends, try not to be alone. Those, who are alone, are attacked most often. Go home with your friends who could help you defend yourself or ask reliable adults to see you home. It is not fear. It is a normal self-protection!

Do not take expensive things to school; do not boast about the things you have got, about the trips you went on. It may cause envy which may be the reason for bullying.

Do not share your e-mail address, telephone number or other personal information. Do not let anybody photograph you with a mobile phone (nobody has the right to photograph you without your permission, not to mention distributing of your photos). It is very important to whom you reveal yourself. Choose reliable people!


6.3. How to ask for help

Remember any classroom situation where you had to ask for help. Tell who did

you appeal to and what did you say? Did you get help?

What are the words that helped get help? What did you do if you did not get

help? How could you ask for help next time in a similar situation? What are the main rules

of asking for help? Write them down.

ASK FOR HELP RULESOne of the rules is written

1. Feel free to apply for help! _________________________________________

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LESSON VII. HOW SHOULD ONE BEHAVE WHEN HIS FRIEND IS BEING BULLIED?

– To teach children the proper response in bullying situations.

Teachers and other members of the school community should try to do their best

that children, performing the observer's role in bullying, took the defender’s role and became orientated against bullying. A variety of empathy raising tasks (seeing things through someone else's eyes) could be used for this purpose. It is worth teaching children to recognize what other people, other children feel and what they are going through. These tasks can be found in many sources listed in the literature list.

Teachers should talk to children about the friendly and unfriendly behaviour, when a man is considered to be friendly and when unfriendly. It is also necessary to develop a negative attitude towards bullying and strengthen self-confidence when children express their opinion against bullying. Teachers should encourage the children who would like to help their friend that is the target of bullying. It is much easier to apply for help with a friend. It is important to emphasize that telling about bullying is not a complaint but help for the friend who is suffering bullying! Children should be taught to say ‘NO’, especially when their friends are bullying other children. ‘If my friends bully someone, they are not my friends,’ this attitude should be developed.

The main rules that should be discussed with children: Be friendly with a child who is experiencing bullying. Show that you are against bulling. If you can, try to stay more often with that child, it will be more difficult for the offenders to bully him. Encourage the child who is being bullied to tell about it to someone of the adults he trusts. Assist him when going to the reliable teacher or other school personnel. Tell someone about the bullying situation you have seen. Sometimes the bullied children are afraid to tell themselves. Therefore, your assistance will be extremely valuable! Do not bully others even if your friends behave like that. Give them a good example of good behaviour without bullying and with respect.

7.1. The correct answer of the practical task is ‘We say no to bullying!’


7.1. Cut out the letters and put them into a slogan. Paste it on a separate sheet and

colour.

U B L W L S Y N N T O E Y I O G ! ! ! !


7.2. A FAIRY-TALE ABOUT TWO PENCILS

(By M. Molicka “Therapeutic Fairy-tales’’, p. 219)

In one pencil bag there lay some pencils. All were of different colours, only one was simple Grey. Next to him there lay a wonderful Two-coloured pencil - blue and red. The pencils were always together either in the pencil bag, or one by one drawing on a sheet of paper. The Grey pencil used to draw a contour and the Two-coloured pencil used to paint it. They were very fond of playing together. Other coloured pencils also wanted to be friends with the Two-coloured, but he liked the Grey and used to spend most of the time only with him.

‘How could it be that the Two-coloured is a friend of that commoner!’ the pencils whispered angrily. ‘It is no good, no good,’ they kept repeating.

But the Two-coloured didn’t listen to the whispering, neither did the Grey. They loved each other very much. But one day a big misfortune happened to the Two-coloured, his graphite core got broken.

‘Now he will be thrown away, he will be thrown away,’ began whispering the pencils pleased when passing the news to each other.

The Two-coloured was very sad, so or even more was the Grey. ‘How could I help him, what should I do?’ kept asking the Grey. ‘I can’t let

throw away such a wonderful pencil which can still draw so many wonderful things.’ He put his friend on the shoulder and went to look for a pencil doctor. The friends

walked long searching for help. The Grey pencil was very tired; he would stop to rest more often, but never gave up his plan. Finally, they met an old Pencil Sharpener.

‘I’ll try to help you,’ he said and got to work. Carefully, in order not to damage the healthy core, it carved, scraped and finally sharpened the Two-coloured.

‘Well, that’s all,’ the Sharpener said. ‘I managed to do the job for you. Now you are shorter but you can continue drawing whatever you want.’

‘Really? ’ the Two-coloured couldn’t believe it. ‘I helped you, but it was your friend, the Grey pencil, that helped most.’ ‘Never mind,’ the Grey said ashamed of the praise. ‘After all, we are friends. He

didn’t betray our friendship making friends with other coloured pencils, so I...’ and his voice broke with excitement.

The Two-coloured said nothing, just came up and hugged the friend. Together they went back to the pencil bag to have a rest after all travel and excitement and the next day they drew together again.


7.3. Read or listen to the Fairy-Tale about Two Pencils and answer the questions:

Why were the Two-coloured and the Grey friends?

What was the Two-coloured and the Grey’s reaction to other pencils’

angry whispering about their friendship?

How did both pencils feel when the graphite core of the Two-coloured got

broken? How did other pencils feel and how did they behave?

What were the steps taken by the Grey pencil? Why did he do it?

What did the Two-coloured feel to the Grey when he helped to find help?

What did you learn from the Two-coloured?

What did you learn from the Grey?

What is a true friend? Describe:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


LESSON VIII. HOW CAN ADULTS HELP STOP BULLYING?

–To encourage children to appeal to adults for help.

Many adults have a variety of difficulties when their children tell them about bullying. What is to be done now? Does my child tell the truth, I could often see him provoking bullying situations himself? Will my methods be effective? etc. The adults want to help the children, but perhaps it is not always easy to choose the best way. However, you should have in mind that you cannot know everything. You can ask the child to give you time to think about the best way out. Sometimes it is enough to talk to him about his troubles. The main thing is to show attention to the child’s appeal for help.

Adults can help in the following ways: Listen to your child. Sometimes just telling out the problems makes him

feel better. The class teacher can talk to the bullies, or he can organize class meetings

on bullying issue and discuss inappropriate behaviour. It is important to ask the child beforehand if he wants publicity to discuss the situation in class, or he prefers face-to-face conversation with the main participants of the event and the class teacher.

Teach the child how to respond to bullying situations, what skills to develop further to avoid such situations. It is important to note that the method “If he hit you, hit him even harder” is wrong and the adults should not encourage the children to behave like this.

During class meetings familiarise pupils with School Rules (it would be useful to repeat them every year).

The aim of help to a bullied child is to restore the sense of balance and remove side-effects of the event. The help should meet the victim’s needs, so it may be different in each individual case. Teaching new social skills that will help to prevent bullying/violence situations or resist to such situations is an integral part of the help.


8.1. Describe the situation in the picture. Colour this picture.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Questions for discussion:

Why is it good to appeal to adults for help?

Whom do you appeal to when facing with bullying?

What /who should encourage you to appeal for help?


LESSON IX. WHAT IS E-BULLYING?

– To discuss with children the ways of protection against e-bullying.

E-bullying (cyber bullying) is communicating information by electronic means

(e.g., text messages, e-mails, websites, social networks, telephone calls) with the aim to hurt, offend, frighten, slander and humiliate the target of bullying. Any child who became the target of such bullying can get insulting e-mails, disrupting photos or video clips, receive threats in chat rooms, read the false rumors about himself, his photo may be made public, disfigured; there might be humiliating comments, etc. This form of bullying is very damaging, because the target of bullying is accessible from any location, at any time of day (i.e. not just the school grounds). Besides, such information, especially if it is sent by means of online communication, is difficult to control - it spreads at lightning speed, is available for many actual and potential observers, while there is a great opportunity for the offenders to remain anonymous.

The pupils should be taught the basic rules of Internet usage, which should be discussed in the classroom:

Do not give out your password (website, e-mail), real name, do not disclose your other personal information that could be used maliciously.

If a child is using an online social network, it is necessary to help him select the right privacy settings, so that his personal information was available only for selected people or lists, i.e. the closest and most reliable people.

Delete suspicious e-mail messages without opening them. Never sent any negative, libelous information. If you get such information about a known or even unknown person, be sure to

inform adults and, if necessary, even the police. Pupils should be aware that a person is threatened punishment for spreading

defamatory information, cyber bullying, and such cases, although difficult to find out, however, are detected and offenders receive appropriate punishment. If a child talks about bullying experienced in cyberspace, the teacher must react

immediately - hear the child, then inform the Child Welfare Commission, the child's parents and the police.

All pupils should be encouraged not to be indifferent and support the child who is the target of bullying. It should be useful to speak about friendship, reliable people when dealing with this topic.

The following tasks 9.1-9.5 should be done in 4 teams formed in various ways chosen by the teacher. The aim of the task is to arrange the cut pieces into pictures while answering questions about e-bullying. The teacher cuts four pictures in hand-outs 9.1.-9.5. (Every picture is cut into 4 or even more pieces. It depends on the age of the pupils).

All the pieces should be mixed up and shared out evenly to the teams. Then the instruction is read:

“Each team has to arrange the cut pieces into pictures: a child playing with a computer, a man speaking on the phone, a mobile phone or a cat speaking on the phone.


Remember, that your team hasn’t got all the pieces of that picture. Other teams have got some of them. On the other hand, you have got some pieces of the pictures other teams have to arrange. You can exchange the pieces only when asking and answering the given questions. One correct answer means one piece of the picture. If your question is answered by another team, you give them the piece they need.

When the entire picture is arranged, paste it on a separate sheet of paper and colour it. Write down important for you statements about e-bullying next to it.”

While answering the questions, it is important to stimulate children's discussion about e- bullying and be sure to correct their knowledge about cyber safety.


9.1.

Arrange the cut pieces into one of these pictures:

The questions you have to ask other teams or answer themselves if you want to

get the missing piece of the picture:

What is the cyber bullying?

Why do some children cyber-bully?

What should be done to stop cyber-bullying?

How can the children protect themselves from cyber bullying?

Write down some useful statements about cyber-bullying you have heard other

teams say:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


9.2.


9.3.


9.4.


9.5.


LESSON 10. WHERE CAN WE GET HELP?

– To discuss with children sources of help.

There are many sources and many ways to help. The main thing is that help should be available to children.

It is useful to discuss which school personnel could be contacted on bullying issues and when. The child should know the names of the employees and what kind of help to expect from each of them.

Information about other sources of help could be posted on the board in the classroom. One of the sources is the organization Child Line providing child help services by trained volunteer counselors daily from 11 am till 21 pm. on toll-free telephone number 116 111. http://www.vaikulinija.lt/index.php/134

The website of the organization is www.vaikulinija.lt. Children can write about their problems and get answers from volunteer consultants.

Psychological and special pedagogical support in Alytus district is provided by the specialists of the Centre of Education and Pedagogical Psychological Help of Alytus district on weekdays from 8 am to 17 pm. You should call telephone +370 (315) 74284 and arrange a consultation time beforehand.

Children need help make a list of people that could be trusted and, if necessary, they could go for help.


http://www.vaikulinija.lt/

http://www.vaikulinija.lt/index.php/134

10.1. Who can help you?

Write the names and telephone numbers of other important for you people, that you could phone and go for help in need:

Parents __________________________________________________________________Good friend ______________________________________________________________Child line Tel.: ____________________________________________________________Emergency service Tel.: ____________________________________________________Specialist of children’s rights Tel.: ____________________________________________Psychologist Tel.: _________________________________________________________Class teacher _____________________________________________________________


LITERATURE LIST

1. Elektroninės patyčios. Kas tai? http://www.ku.lt/pf/psichologija/doc/Apie_E_patycias_.pdf

2. Gailienė D., Bulotaitė L., Sturlienė N. Aš myliu kiekvieną vaiką. Vilnius, 1996.3. Karmaza E., Grigutytė N., Karmazė E. G. Smurtas mokykloje: prevencija ir pagalba.

Vilnius, 2008.4. Kemerienė S., Mazūrienė R., Petronis A., Sadauskienė A. Socialinių įgūdžių ugdymo

vadovas. Vilnius, 2001.5. Konfliktai ir bendravimas. Vadovas po konfliktų valdymo labirintą. Atviros Lietuvos

fondas, Vilnius, 1996.6. Myers D. G. Psichologija. Vilnius, 2000.7. Molicka M. Pasakų terapija. Vilnius, 2010.8. Povilaitis R., Jasiulionė J. S. „Moku bendrauti be patyčių“. Vilnius, 2008.9. Olweus D. Patyčios mokykloje. Ką žinome ir ką galime padaryti. Vilnius, 2008.10. Socialinių įgūdžių ugdymo vadovas. Pradinių klasių mokinių įgūdžiams ugdyti.

SPPC, Vilnius, 2009.11. Sturlienė N. Paauglių socialinių įgūdžių ugdymo programa „Tiltai“. SPPC, 2007.12. Vaiko teisės ir pareigos. Vaikams apie Jungtinių tautų Vaiko teisių konvenciją. Sudarė

D. Kabašinskaitė, S. Povilėnaitė. Vilnius, 2004.


http://www.ku.lt/pf/psichologija/doc/Apie_E_patycias_.pdf

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